EDDN 635 Curriculum Development and Classroom Management in the Technology Era
This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potentials of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape. Includes 10 hours of field work.
The Curriculum Design Techtool resource project for EDDN 635 provides a strong model for meaningful AI integration in teacher education because it requires candidates to produce and document evidence of their decision-making process. Rather than submitting a finished curriculum map alone, candidates must include screenshots, exact prompts, complete AI outputs, links to artifacts, and explanations of how they revised or improved the generated material. These requirements make the candidate’s thinking visible and create accountability for the quality of the final product. The proof-of-work component also supports academic integrity because instructors can see how the candidate interacted with the technology, what recommendations the AI generated, and which professional decisions the candidate made independently. In curriculum design, where standards alignment and language progression are essential, this transparency is particularly valuable because it allows both the process and the product to be evaluated.
The Curriculum Design Techtool resource project also cultivates AI literacy as a professional competency for future educators. Teachers entering today’s schools will encounter AI-supported planning, assessment, and instructional tools, making it important to develop habits of verification, revision, and critical analysis. Candidates are required to check AI-generated standards against NYSED documents, evaluate whether language functions align with content objectives, and explain modifications they make to AI-produced drafts. The expectation that students submit the original prompt, the complete output, and evidence of revision reinforces the understanding that expertise remains with the educator. AI contributes suggestions and organizational support, while the candidate applies pedagogical knowledge, curriculum expertise, and professional judgment to determine what is accurate, appropriate, and instructionally sound. Through this documented process, Touro University candidates learn responsible AI use that values transparency, accountability, and informed decision-making rather than simple content generation.
Edona Kajoshi is currently in her final semester at Touro University as a Masters Degree Candidate in TESOL program. She works at a preschool in Manhattan, where she teaches a 3K class. Over the years, she has gained extensive experience working with children ranging from infancy to kindergarten age. She is passionate about early childhood education and hopes to become a first- or second-grade teacher in the future.
This is the third class I have taken with Professor Cowin! In each class, I have learned things that I can use in my classroom to best support my students, especially my English language learners! This semester this class has taught me how to support the students’ needs. It also gave me a deeper insight on how I can add technology into my classroom despite not always having the technology materials other schools may have!
Edona Kajoshi, TESOL Candidate at Touro University, GSE
